论文标题:利用多媒体网络技术提高外语学习者自主学习能力多边互动教学模式探讨
To Improve EFL Leamers" Autonomy Via Integrative CALL: A Multidimensional-Interactive Teaching & Learning Model
论文作者 杨纯丽
论文导师 张万娟,论文学位 硕士,论文专业 英语语言文学
论文单位 吉林大学,点击次数 226,论文页数 82页File Size312k
2004-05-01论文网 http://www.lw23.com/lunwen_309711287/ 视觉艺术; 环境艺术设计; 视觉审美
cognitive; concept; schema; metaphor
以多媒体网络技术为代表的信息技术革命给现代社会生活的方方面面带来了巨大的影响,对教育的影响尤为深远。科技发展加快了知识更新的步伐，传统的一次性学校教育已不能适应社会及人自身发展的需要。自主学习、终身学习被公认为21世纪的生存方式。 此外，因特网上的信息传递量已超过了传统传媒。利用计算机进行信息检索，查找，分析，加工,合成及交流将成为21世纪必备的文化技能。不具备这种E-literacy的人，就是新文盲。同时，互联网上用英文传递的信息占信息总量的85%以上，这既为英语学习提供了真实的语境和丰富的语言材料,又对人们的英语水平提出了更高的要求。因此，作为新世纪的英语教师必须将多媒体网络技术整合到外语课堂教学中来，将自主学习能力的培养作为外语教育的一大终极目标。显然，传统的以教师为中心的单一课堂教学模式无法满足这些要求；探索以学习者为中心的计算机辅助英语教学（CALL）的全新模式势在必行。这正是本课题的意图所在。 在对建构主义，二语习得理论，计算机辅助语言教学理论，语言自主学习理论进行研习的基础上，作者设计了一种全新的多边互动英语教学模式。该模式强调以语言学习者为中心，学习者在自己原有知识的基础上，在老师同学的配合下，主动探索建构新的知识。教师不再是唯一的语言输入源；由报刊、杂志、书籍、广播、电视、光碟以及丰富的网上英语资源构成的多元输入源为英语的习得和应用创建了最佳的语言环境。课堂活动不再是教师单调的讲解，而是人机互动，师生互动与学生间互动的有机结合。这包括课下学生通过网络和多媒体课件的自主学习，课上师生间，学生间的面对面的交流和课后的网上交流，甚至包括与英语本族语者的网上互动。在新模式中，教师由知识传授者转变为助手、支持者、顾问、管理者和辅佐人。其主要职责包括设计任务，激发学生学习兴趣，为学习者提供指导、帮助、评价和检测，以保障学习能高效地进行。 二语习得理论和建构主义为该模式提供了坚实的理论基础。美国应用语言学家 Krashen对语言学习和习得作了区分，认为习得第二语言的过程与儿童习得第一语言的过程相似。因此，学习者在建构自身语言知识的作用应得到强调，正规的知识传授应尽量减少。Krashen（1982）将学习者所能接受的“可理解性输入”的总量作为语言习得的关键因素。这种输入应稍稍超出学习者的理解范畴，但又可以被推断出来。Krashen的理论支持了创建多元语言输入环境以促进二语习得的主张。语言学家Swain(1995)提出的“输出假设”和Long提出的“言语交互假设”则强调了输出和言语交互在语言习得中的重要作用。这些观点在Brown(1994)和 Rivers（1987）的著作中得到重申。建构主义学习理论为提倡学习者之间的合作和交互行为提供了理论基础。Piaget的认知建构主义强调了个人原有经验在意义建构中的重要作用；而Vygotsky的社会建构主义则突出了教师的适当帮助对于提高学习速度和质量的作用。Vygotsky还注意到共同追求同一目标的孩子们会互相影响，彼此管理。 然而,在运用该模式的教学实践中，研究者遇到了很多困难:首先,并非每个学生都能拥有一台连网的计算机，而且现有计算机经常出现故障。其次，由于目前测试主要是围绕教科书以考察语言知识点为主，而多数学生的外语基础又不好，导致学生学习动机不纯。再次，无论是学习者还是教师对自主学习都很不适应，自主学习很难监控和评价。尽管如此，肯定的效果也是很明显的: 经过半年的训练和实践，学生在本学期期中考试的成绩显著提高，尤其是在听力和阅读两方面。而且，绝大多数学生表示喜欢这种学习方式，学习变得更为积极主动了，英语课外阅读量增多了，课堂言语交互量增大了。此项教学实践揭示了以下问题: 首先，学习者自主学习能力是计算机辅助外语教学成败的关键。然而，学生不可能一夜之间就成为自主学习者，而是需要一个适应过程。在这个过程中，尤其是初始阶段，及时的帮助和督导是必不可少的。其次，终结性测试只能测定学习结果，不能及时反映学习者的点滴进步,易挫伤学生的學习积极性，妨碍更大的进步。因此，教学过程中应尽量采用能够反映学习过程和进步的形成性评价。而问题的最终解决要靠整个考试系统的改变。像 CET-4 和 CET-6这种大规模的测试更应加强对语用能力和跨文化交际能力的考察。再者，教师的作用不可低估。新教学模式的成功靠的是教师在制作课件，设计任务，组织课堂，营造和谐氛围,了解学生需求，评估学生表现等各方面的能力。因此，教师不但要具备语言学知识，文化常识, 还要了解计算机和心理学方面的相关知识。教师们必须为迎接这样的挑战作好准备。最后，行政支持对教学实践的顺利进行至关重要。行政部门应该在仪器供给和维护中承担更多的责任，在大纲和考试设计方面赋予教师更多的灵活性。将计算机辅助外语教学和外语自主学习引入课堂实践是时代发展的必然要求。本课题只是对该课题的一种探索和实践。作者期望所提出的模型对于提高外语学习者自主学习能力、语用能力和跨文化交际能力的作用在今后的实践中能够得到进一步的检验，希望其结果能对从事外语教学的同行
The information era, characterized by the multiplication of the multimedia and Internet technology, has changed people’s way of life fundamentally, especially the way of education. The knowledge obtained in school will soon become obsolete due to the rapid development of technology. Hence, only autonomous life-long learner can survive in the new era. In addition, along with the increasing application of the Internet, the information exchanged on-line has surpassed the traditional media. To operate computers skillfully and to search, collect, analyze, synthesize and exchange information efficiently via the Internet has become a new literacy (termed as E-literacy) besides reading and writing, and those who do not have the capacity will certainly be viewed as illiterate in the new digital era. Furthermore, English as an international language, with over 85% information stored and exchanged in it on-line, provides the EFL learners with extensively authentic materials. Meanwhile, it demands an even higher standard of English proficiency. Consequently, the EFL teachers are obliged to implement Web-based computers into their teaching curriculum, and to involve learner autonomy as an end in EFL teaching. Since the traditional “teacher-centered” “classroom-confined” instruction model certainly cannot fit in with such demands, it is necessary to explore a new “learner-centered” computer-assisted teaching and learning model. The present thesis is just an attempt to do that. On the basis of constructivism and second language acquisition theories as well as the previous studies on CALL and SALL, the researcher designed a new model, termed as Multidimensional-Interactive Teaching & Learning Model. Within this model, the learner is put at the center of learning; each learner constructs his own knowledge through exploration on the basis of his previous knowledge and with the collaboration and assistance of the teacher and the peers. The teacher is no longer a unique source of language input. The multidimensional resources consisting of CD-ROMs, magazines, books from the library and a vast amount of information in English on the Websites constitute an optimal authentic environment for the learners to acquire and use English automatically. Class activities are not dominated by the teacher’s monotonous lectures but by interactions between the teacher and the learners, or among learners face-to-face within the same classroom. Web-based computers enable the learners to preview the text with CD-ROMs autonomously out of class and communicate with other learners, the teacher, or even native speakers of English on-line. The teacher’s role is shifted from an authoritative knowledge transmitter to a more approachable assistant, facilitator, consultant, assessor and manager, whose duty centers on task design, motivating and assisting learners to learn effectively and offering evaluation as well as assessment. The model is theoretically sound from both second language acquisition and constructivist perspectives. The American applied linguist, Stephen Krashen, distinguishes acquisition from learning and puts forward the view that second language acquisition process is similar to the way in which a child acquires his/her first language. Hence, the central role of a learner in constructing his/her own language knowledge should be emphasized, and the role of formal instruction be minimized. Krashen (1982) also postulates that language learning is directly related to the amount of “comprehensible input” a learner receives, which should be a little bit above their understanding but could be understood through inferring. His assertion paves the way for creating multidimensional input environment for the learners to acquire language automatically. Another linguist, Swain (1995) puts forward an Output Hypothesis as a complement of Krashen’s Input Hypothesis. According to Swain, the activity of producing the target language pushes the learners to produce more accurate and appropriate language, and the output funct
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